KASIBAHAGUA MEETS SASSUMA ARNAA: TRUANCY, RESILIENCE AND INDIGENOUS CURRICULA A Thesis Submitted to the College of Graduate and Postdoctoral Studies In Partial Fulfillment of the Requirements For the Degree of Master of Education In the Department of Educational Foundations University of Saskatchewan Saskatoon By MELINA L KRISTENSEN © Copyright Melina L Kristensen, May, 2021. All Rights Reserved. Unless otherwise noted, copyright of the material in this thesis belongs to the author 0 Permission to Use In presenting this thesis in partial fulfillment of the requirements for a Master’s degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Disclaimer Reference in this thesis to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement, recommendation, or favoring by the University of Saskatchewan. The views and opinions of the author expressed herein do not state or reflect those of the University of Saskatchewan, and shall not be used for advertising or product endorsement purposes. Requests for permission to copy or to make other uses of materials in this thesis in whole or part should be addressed to: Department of Educational Foundations College of Education University of Saskatchewan 27 Campus Drive Saskatoon, SK S7N 0X1 Canada OR Dean College of Graduate and Postdoctoral Studies University of Saskatchewan 116 Thorvaldson building, 110 Science Place Saskatoon, Saskatchewan S7N 5C9 Canada i Abstract This non-empirical thesis employed standpoint theory to explore how culturally relevant curricula and curricular resources aim to foster resilience while diminishing truancy among First Nations, Métis, and Inuit youths. First Nations, Métis, and Inuit curricula and curricular resources were explored for their potentials for undoing the negative repercussions that may come from using Western curricula formulations and processes. Based on my analysis, I concluded that teacher education programs can better equip educators educating Indigenous youths by utilizing curricula and curricular resources, built upon the premises of Indigenous paradigms, training infused with culturally relevant knowledge, and increased community involvement. Addressing such factors may aid in birthing resilience and reducing truancy. Key words: First Nations, Métis, and Inuit youth, Inuit youth, Taíno, Indigenous, Aboriginal, First Nations, Métis and Inuit curriculum, First Nations, Métis, and Inuit curricular resources, teacher education, resilience, truancy ii Acknowledgements Thank you, my supervisor and mentor, Dr. Karla Jessen Williamson, for your calm and encouraging wisdom and support throughout this journey. You have opened my eyes to more than I have ever considered, especially when it comes to the Arctic, and you have made me reflect on my purpose and actions in a way that have made me a better educator and a better person. Thank you also for your sense of humor and compassion when it was needed, and for helping me pave my way through academia, with your staunch faith in my abilities. Qujanarsuaq! Thank you, Dr. Shaun Murphy, Dr. Janet McVittie, and Dr. Dianne Miller, for your knowledge, for supporting my work, and for encouraging me to pursue this journey. Thank you for your confidence, guidance and patience in helping me achieve this labor of love, which I hope will propel my future contributions. Thank you, Dr. Lynn Lemisko and Dr. Margaret Kovach for your generous encouragement and support in this journey and for championing for me. My work has also been shaped by your knowledge. Thank you, Dr. Michelle Weitzel, Dr. Yolanda Palmer-Clarke and to Sharisa Hankte for your generosity and for taking the time to help me. Thank you, Rikke Møller Nichols and Kelly Nichols, for encouraging us to consider Saskatchewan as our new home and for lending a hand and some laughter when we’ve needed it most. Thank you, Northern Strategic Policy Branch, Northern Affairs Organization Crown-Indigenous Relations and Northern Affairs for your generous funding support in conjunction with the work for the Arctic Council Sustainable Development Working Group’s (SDWG) Gender Equality in the Arctic III report. iii Dedication To my daughter Kymberley, to my husband Bo, and to Kevin; for sustaining me through all our adventures, with all your strength, your love and unlimited hugs, and for believing in me. To my mom, Carmen, for always believing in me and for being there all my life, through good times and bad, with so much love and so much faith and wisdom. To my dad, Rey, for your love and support, and for starting me on the journey, that helped expand my perspective about other cultures. To my family in Puerto Rico and in Denmark for all your love. To my dear teacher friends and students in Greenland, for inspiring this journey. Thank you Gracias Tak Qujanarsuaq iv Table of Contents Disclaimer ........................................................................................................................................ i Abstract ........................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Dedication ...................................................................................................................................... iv Table of Contents ............................................................................................................................ v List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Chapter One: Positionality .............................................................................................................. 1 Chapter Two: Research Questions ................................................................................................ 15 Kasibahagua .............................................................................................................................. 15 Sassuma Arnaa .......................................................................................................................... 16 Formulation ............................................................................................................................... 17 Principal question.................................................................................................................. 17 Underlying questions ............................................................................................................ 18 Context for conducting this research ........................................................................................ 18 Goal of research ........................................................................................................................ 18 Implication to knowledge ......................................................................................................... 18 Process of analysis .................................................................................................................... 19 Chapter Three: Literature Review ................................................................................................ 21 Overview ................................................................................................................................... 21 Standpoint Theory ..................................................................................................................... 21 The Importance of Standpoint Theory .................................................................................. 23 How Standpoint Theory Contributes to Indigenous Research .............................................. 25 Truancy ..................................................................................................................................... 28 Resilience .................................................................................................................................. 33 Theoretical Frameworks, Methodologies and Ethics................................................................ 37 Key themes................................................................................................................................ 40 Considering culture ............................................................................................................... 40 Language ..............................................................................................................................